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Instructional Methods and Nomenclature

  • Joseph M. Notterman
  • Henry N. Drewry

Abstract

In the best of all worlds and with a highly proficient teaching staff and limitless resources at the disposal of schools, the issue of instructional methods would revolve almost exclusively around the central questions of the goals and objectives of the lessons to be taught, and the appropriate teaching strategies on which to draw. But this is not the best of all worlds (at least we hope not), the proficiency of the teaching staff is variable and spotty, and the available resources for education are frequently well below even the modest expectations of teachers and administrators. In this “real world” situation other questions also require attention. On what teaching strategies can the teacher draw? What instructional materials are available? What logistical considerations influence strategies? To answer these questions in ways that make operational sense while maintaining the integrity of the educational goals requires a great deal of juggling and balancing. Even so, these “real world” situations occasionally take on a life of their own. In so doing, they significantly influence or even determine the goals for a class, a unit, or even a course. Stories of teachers who downplay or discard the development of writing skills as a goal because the class is too large, or who give up the idea of group work because students are less orderly than is desired, are but two typical examples.

Keywords

Teaching Strategy Instructional Strategy Instructional Material Instructional Method Educational Goal 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 1993

Authors and Affiliations

  • Joseph M. Notterman
    • 1
  • Henry N. Drewry
    • 1
  1. 1.Princeton UniversityPrincetonUSA

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